Knowledge and Use of Evidence-Based Practices in Special Education
Abstract
Educators increase the likelihood of positive student outcomes when they consistently prioritize the use EBPs during instruction. Maximizing the impact of instructional time through evidence-based practices (EBPs) is especially important for students with disabilities who are often academically behind their typically developing peers. Therefore, the state of EBPs in school settings serving students with disabilities becomes a point of interest for administrators, policymakers, and researchers. This dissertation explores the knowledge and use of EBPs through a systematic literature review followed by a secondary analysis of the included studies’ methodological characteristics as well as the in-progress development of a survey.
A comprehensive systematic literature review found 32 studies examining the knowledge and use of EBPs by special education personnel working in early childhood through twelfth-grade settings. Studies focused most often on autism EBPs, and the sample predominately represented special education teachers. Outcome data showed within and across study variability, demonstrating low, moderate, and high knowledge and use scores with noticeable differences based on measurement characteristics. An examination of study and practice-level data reveals generally higher knowledge than use levels.
The second study involves a secondary analysis of the measures and procedural characteristics of the 32 included studies. Coders extracted information from the study manuscript and requested supplementary material from corresponding authors. Author teams primarily relied on survey methodology and self-report data across the six identified research approaches for assessing knowledge and use. The secondary analysis results revealed methodological implications related to the ambiguity of practice definitions, the potential for socially desirable responding, and limited reporting practices.
The third manuscript describes the initial development of a survey designed to measure the knowledge and use of classroom management EBPs with features embedded to decrease the likelihood of socially desirable responding. Survey development involved four consecutive phases: selection of practices, definition creation, survey construction, and stakeholder feedback related to SDR. Professionals with classroom management and methodological expertise and the survey target population evaluated the survey and provided feedback. The next steps for the survey include a pilot study to assess the instrument’s technical adequacy before formal use.
Citation
Sallese, Mary Rose (2021). Knowledge and Use of Evidence-Based Practices in Special Education. Doctoral dissertation, Texas A&M University. Available electronically from https : / /hdl .handle .net /1969 .1 /195289.